The da Vinci Block U SCI 2010 The Nature of Scientific Inquiry Course Syllabus
Welcome to the da Vinci BlockU! We are truly looking forward to getting to know you and learningabout the talents, ideas and knowledge that you bring to the class. We'll need everyone's perspective when we learn about theunique nature of scientific thinking and how science is connected to so many different aspects of our lives. If you are reading this introductionbeforethe first day of class, CONGRATULATIONS! You have already takencharge of your learning and are advocating for your own success. If you are reading this after the first day of class, NO WORRIES! We'll get you headed in the right direction and watch you take off like a firecracker from there!
Instructor:Dr. Holly S. Godsey, Assoc. Professor (Lecturer) Geology & Geophysics; Director of Student Success, Center for Science & Mathematics Education
Office hours:Tuesdays and Thursdays 12:05-1:00 pm and by appointment
Email:
Office phone:801-587-7865
Peer Advisor:Katie Stokes
Email:
Phone:801-458-3423
General Education Course Attributes:Physical/Life Science (SF)
Credit hours:3
Meetings times:Tuesdays and Thursdays 10:45 am to 12:05 pm, Fall 2017
Place:NOTE: New NEW (yes, we've moved twice) MEETING LOCATION! 375 FASB (Frederick A. Sutton Bldg.)
Course Description
This course provides students with an introduction to the scientific endeavor as both a body of knowledge and as a process. The course distinguishes scientific inquiry as a unique way of knowing that employs a specific set of norms and practices. Students will perform simple scientific inquiries to explore foundational principles, and engage in their own open-ended discovery activities. Explorations will be carried out within the context of their historical development; for example, students will investigate the basics of pendulum motion while learning how Galileo’s work on pendula revolutionized navigation. Students will also grapple with ethical scientific dilemmas and explore how science interacts with society. Students will communicate their finding through writing, discussion, and oral and poster presentations. This course is intended to provide a foundation for non-science majors to become part of a scientifically-literate society, and context for science majors as they progress through future coursework and scientific careers.
Learning Outcomes
By this end of this course, students will be able to:
· Differentiate between science and other ways of knowing
· Develop testable explanations of scientific phenomena, design experiments, analyze data, construct explanations based on empirical evidence, and communicate findings to peers
· Demonstrate how scientific theories are constructed based on facts, laws, models and mechanisms and provide historical examples of this process
· Construct an ethical argument for or against a specific scientific advance or investigation
· Construct a compelling explanation for how science is relevant to everyday life
Grading & Attendance Policy
Students will be evaluated on the basis of their participation in class, their performance on assignments and quizzes, and a final poster presentation. Rubrics will be provided in class for each assignment.We will not accept late homework or assignmentswithout prior notification. Contact the instructor if you think you are going to have trouble meeting a deadline. Depending on the circumstances, the instructor may grant you additional time to complete an assignment but is NOT obligated to do so.
Attendance is critical in this course because there will be weekly lab activities and/or group work. You must contact the instructors IN ADVANCE if you absolutely have to miss class.
· Firstexcusedabsence: No penalty
· Secondexcusedabsence: 1% point off of your finalgrade (e.g., if you otherwise earneda 90%, yourgrade willdrop to an 89% which can be the difference between an A- or a B+).
· Thirdexcusedabsence orany unexcusedabsence up to 4 absences: 2%per absenceoff of your final grade.
· 5 or more absences: Missing 5 or more days of class will result in a failing (E) grade.
Tardiness:
Being late to class is a distraction to others and often causes the instructor or your peers to have to repeat important information. Being more than 15 minutes late to class will count as anabsence. However, I would still recommend coming to class if you are late so that you don't also miss the in-class participation and activity points.
Grades will be weighted as follows:
· Homework Assignments 50%
· Quizzes 15%
· Attendance, class participation & in-class assignments 25%
· Final poster & presentation 10%
Teaching and Learning Methods
We will be using a variety of methods in this course to promote understanding of the nature of scientific inquiry. Methods include the use of readings and written responses, small group work, problem solving individually and as a team, case-studies, laboratory experiments, and oral and poster presentations.
Readings
There is no required text for this course. Selected readings will be provided from several different resources.
Tentative Course Schedule
All dates and topics aresubject to change! Instructor will update syllabus as needed.
(All HW due onThursdays) /
Aug. 22 / · Intro to Course
· Intro to Block U
· Rules of engagement
Aug. 24 / What science is and what it isn’t / HW1 Self-identity survey
Aug. 29 / Solar Eclipse Inquiry
Aug. 31 / Scientific Practices: Analyzing & Interpreting the data for Hurricane Harvey / HW2 Nature of Science reading & response
Sept. 5 / History of the Scientific Method I
Sept. 7 / Scientific Norms, Values and Assumptions I / HW3 Journal response
Sept. 12 / History of Scientific thought and the Scientific Method II
Sept. 14 / Scientific Norms, Values and Assumptions II / Quiz 1
Sept. 19 / Scientific Practices II
Sept. 21 / Scientific Practices II / HW4 TBA
Sept. 26 / History of Scientific thought and the Scientific Method III
Sept. 28 / Scientific Norms, Values and Assumptions III / HW5 Journal response
Oct. 3 / Scientific Practices III
Oct. 5 / Scientific Practices III / HW6 TBA
Oct. 10 / Fall Break – No Class
Oct. 12
Oct. 17 / Scientific uncertainty & limitations
Oct. 19 / Scientific uncertainty & limitations (Guest speaker) / Quiz 2
Oct. 24 / Science as a Human Endeavor
Oct. 26 / Science as a Human Endeavor (Guest speaker) / HW7 Final Inquiry proposal
Oct. 31 / Revising Scientific Understanding
Nov. 2 / Revising Scientific Understanding / HW8 Journal response
Nov. 7 / Scientific Revolutions
Nov. 9 / Scientific Revolutions / HW9 TBA
Nov. 14 / Science Communication
Nov. 16 / Science Communication / Quiz 3
Nov. 21 / Science Communication
Nov. 23 / Thanksgiving, no class
Nov. 28 / Science, Art & Technology
Nov. 30 / Science, Art & Technology / HW10 Draft of written poster components (bring to class)
Dec. 5 / Second semester planning
Dec. 7 / Poster presentations / Final poster due
Dec. 11 / Scheduled Final Timeblock 10:30 am -12:30 pm
University of Utah Standards of Academic Conduct
All students are expected to maintain professional behavior in the classroom setting, according to the Student Code, spelled out in the Student Handbook. Students have specific rights in the classroom as detailed in Article III of the Code. The Code also specifies proscribed conduct (Article XI) that involves cheating on tests, plagiarism, and/or collusion, as well as fraud, theft, etc. Students should read the Code carefully and know they are responsible for the content. According to Faculty Rules and Regulations, it is the faculty responsibility to enforce responsible classroom behaviors, beginning with verbal warnings and progressing to dismissal from and class and a failing grade. Students have the right to appeal such action to the Student Behavior Committee.
Academic Misconduct Handbook Statement
Academic misconduct will not be tolerated. Penalties may include failure of an assignment, the entire course, and/or the filing of formal charges with appropriate university authorities. Academic misconduct includes, but is not limited to, cheating, misrepresenting one’s work, and plagiarism:
· Cheating involves the unauthorized possession or use of information in an academic exercise, including unauthorized communication with another person during an exercise such as an examination.
· Misrepresenting one’s work includes, but is not limited to, representing material prepared by another as one’s own work or submitting the same work in more than one course without prior permission of all instructors.
· Plagiarism means the intentional unacknowledged use or incorporation of any other person’s work in one’s own work offered for academic consideration or public presentation.
The Americans with Disabilities Act
The University of Utah seeks to provide equal access to its programs, services, and activities for people with disabilities. If you will need accommodations in this class, reasonable prior notice needs to be given to the Center for Disability Services, 162 Olpin Union Building, (801) 581-5020. CDS will work with you and the instructor to make arrangements for accommodations. All written information in this course can be made available in an alternative format with prior notification to the Center for Disability Services.
Sexual Misconduct
Title IX makes it clear that violence and harassment based on sex and gender (which Includes sexual orientation and gender identity/expression) is a civil rights offense subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories such as race, national origin, color, religion, age, status as a person with a disability, veteran’s status or genetic information. If you or someone you know has been harassed or assaulted, you are encouraged to report it to the Title IX Coordinator in the Office of Equal Opportunity and Affirmative Action, 135 Park Building, 801- 581-8365, or the Office of the Dean of Students, 270 Union Building, 801-581-7066. For support and confidential consultation, contact the Center for Student Wellness, 426 SSB, 801-581-7776. To report to the police, contact the Department of Public Safety, 801-585- 2677(COPS).
Wellness Statement
Personal concerns such as stress, anxiety, relationship difficulties, depression, cross-cultural differences, etc., can interfere with a student’s ability to succeed and thrive at the University of Utah. For helpful resources contact the Center for Student Wellness at www.wellness.utah.edu or 801-581-7776.